The historical and philosophical level of the educational worldview: Epistemological and hermeneutic context
DOI:
https://doi.org/10.33910/1992-6464-2026-220-20-31Keywords:
educational worldview, hermeneutics, epistemology, historical reality, historical epistemology, humanitarian knowledge, pedagogical thesaurus, scientific and educational paradigmAbstract
Introduction. The article is a continuation of a series of publications that reveal the essence of the concept of “educational worldview” in the light of the development of the discussion on the role of historical science in understanding the past, present and future image of the Fatherland, as well as its representation outside.
Materials and methods. The study is based on the systematization and generalization of the theoretical views of domestic and foreign researchers studying the historiosophical nature of humanitarian knowledge, using descriptive method, methods of analysis and synthesis.
Results and research. This publication actualizes the historical and philosophical level of the educational worldview in the context of the assertion of the civilizational mission of the Russian state. The author describes the historical and philosophical level of the educational worldview, reveals its epistemological and hermeneutical nature, and its ability to transform and structure human scientific and educational activities. The educational worldview is considered as a unique research program, which becomes particularly relevant in the context of interpreting (explaining) social phenomena and countering the deliberate falsification of historical facts. The article emphasizes that the historiosophical approach, which underlies the educational worldview, is currently the most progressive in the sense that it does not simply list a set of historical facts from the archives, but rather interprets them within the framework of a national worldview paradigm, presenting the national historical truth to contemporaries and future generations of Russians. This demonstrates the hermeneutical nature of the educational worldview. From the epistemological point of view, the educational worldview is considered as a generative multidisciplinary theoretical analogue of reality, which serves as a prerequisite for the construction of more specific theoretical scientific systems. The study attempts to analyze the evolution of the stable principles of humanitarian knowledge (the second half of the 20th century and the beginning of the 21st century) in the Soviet, post-Soviet, and Russian periods. Also, a specific general scientific pedagogical conceptual apparatus is given, corresponding to each period under consideration, serving its key attitudes and principles.
Conclusion. In conclusion, the author comes to the conclusion that the educational picture of the world is not limited only to the preservation and transmission of the cultural and historical experience of a particular nation and the reproduction of established forms of social life and scientific experience. The gnoseological-hermeneutical context of the educational worldview allows us to identify a powerful creative force that is inherent in it and is actually active, capable of transforming both the essence of national existence and the existence of each individual person.
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